Cal State
Northridge

1999 Conference on Standards-Based K-12 Education

California State University Northridge



Transcript of Bonnie Grossen
biography of speaker
Biography

REALTIME CAPTIONING BY
SANDY EISENBERG & PATTY DABBS

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Ms. Metzenberg: It gives me great pleasure to introduce Bonnie Grossen.

Ms. Grossen: Thank you. The topic I have today is the Legacy of Project Follow Through. There are important parallels between the problem Project Follow-Through was designed to solve and the current problem that the standards are trying to solve. In Project Follow Through, which began in the '60s, we had set a national goal and tried to figure out what kind of instructional practices would help us achieve it. What happened then and in the aftermath is helpful for us to understand where we are today.

In 1967, in President Johnson's administration, the government set a goal to raise the performance of at-risk learners to mainstream levels of performance. These at-risk learners, called culturally disadvantaged at that time, lived in pockets of poverty throughout the country. The government noticed that those children living in poverty usually achieved at around the 20th percentile and were much lower than mainstream America. So the goal, and standard, of Project Follow-Through, was to see if we could raise the performance of these children of poverty -- in the Rio Grande in Texas, on the Native American reservations, in the inner cities of New York, Los Angeles, all over the country--to see if we can raise their academic performance to mainstream levels, to the 50th percentile. So Project Follow-Through was initiated and sponsors were invited to submit their models, their ideas for solving this problem to the government. Through this process, 22 models, 22 designs were submitted.

One of those designs, was Direct Instruction. DI began with a highly effective teacher--not a person in political power or an educator in a university, but a preschool teacher who became who became widely known because of the dramatic effects he had on the learning of preschool and very young children. In fact he taught his twins, when they were only 4 years old, how to do some basic algebraic operations in math. By showing a videotape of his 4-year-old children doing algebra, he got his first job working in a preschool project for children of poverty. Other people became associated with him in figuring out how to get his method of teaching disseminated and replicated to other teachers, so that others could also be as effective or at least approximate his effectiveness as a teacher.

So this one, sort of dark horse model, also came into the competition with all of the other models that had a lot of support from the educational establishment, from the universities, foundations, and so on.

And over the course of 10 years, from 1967-77, one large-scale evaluation occurred. This was, by the way, and still is the largest educational experiment that has ever been funded in history. And Project Follow Through continued to receive funding until 1995 with a total cost that amounted to about a billion dollars -- a billion real dollars, counting those 1967 dollars along with the dollars from 1995. It was a huge, expensive experiment.

The evaluation, which cost 59 million dollars alone, came out in 1977. That evaluation included kids coming in at kindergarten, then going on to first, second, and third grade. Only those third graders that had spent four years learning in these different models were included in the evaluation. Most of the models were what today we would call constructivist practices, those were also the mainstream practices in the 60s. There was a model called Open Education, which is the earlier incarnation of the Developmentally Appropriate Practices model promoted today by the National Association for Education of Young Children. There was another model developed by High Scope, called Cognitive Curriculum. And there was a whole language model, in those days called the language experience approach, where kids learned by hearing stories and writing their own stories--the whole language sorts of things we have been doing just recently.

An independent agency came into the schools and collected the data from all these sites. There were approximately 10,000 kids in this sample. Only the nine most widely implemented models were included in the final evaluation. Parents got to choose the models their school selected, by the way. That's the only reason the Direct Instruction model was the most popular model implemented. Direct instruction was the model developed by this highly effective preschool teacher. The results came out in 1977 in the form of a number of comparisons. First, they compared the schools that were using the new Follow-Through-sponsored model with traditional schools -- schools that were nearby and had similar demographics and historically a similar performance profile. However, many model sponsors complained that the comparison schools were not as low as the Follow Through sites. The poorest schools generally had some Follow Through model in place, so that left only higher achieving schools for the comparison. So many people criticized these comparisons because the schools were not equal.

Histogram: Comparison of outcomes across Follow Through Mode


This chart shows what percentage of comparisons were positive versus negative. The evaluators looked at basic skills, cognitive skills (the ability to learn how to learn) and self-esteem. The models on the right are the ones that actually had self-esteem as a very important goal. And the fact that their bars all go below zero indicates they had far more negative than positive outcomes, when you compare the schools with the other models. It is ironic that self-esteem actually decreased in the schools trying to develop self-esteem.

The Direct Instruction model had more positive outcomes than any of the other models. You can see this in all the areas.

Go to the next slide now.

Histogram: Graphic representation of Project Follow Through MAT Scores

Here the evaluators compared the models with each other using a standard achievement test. We are now comparing the models to a standard of performance, the 50th percentile, as opposed to comparing them to other schools equal in demographics and so forth. The goal was to achieve a 50th percentile with these children from low income neighborhoods. The base line bar shows the 20th percentile, where kids normally have achieved in these neighborhoods. You can see the Direct Instruction model raised their mean performance to very close to the goal set by the federal government.

Some of our models on the right, our constructivist models, resulted in lower scores than what had been achieved even with traditional instruction. What happened? We spent more money to solve the problem of low achievement in low-income neighborhoods than we have spent on any other problem in the history of education, we found an answer, but you have you not heard of these results. The results were swept under the carpet, you might say. The educational establishment, of course, was not pleased with the results. They had been promoting the models that had negative effects on at-risk children. These folks carried out a number of their own reanalyses of the data, but no matter who did the analysis, they always came out with a similar pattern of results. No matter how they looked at the data, the direct instruction came out the best. The Ford Foundation hired a group of professors who published a critique in Harvard Educational Review. And the essence of that critique was that our goal in education was really not academic achievement. There are other goals that are more important, and we should not disseminate this model to the field. Consequently, results of this large-scale, very expensive evaluation have gone largely unnoticed and unattended to.

We were basically comparing a very systematic, explicit direct approach to a large number of approaches that used what we called child-centered methods, let the children discover and develop their knowledge as they go. One of the things we should have learned is that those approaches don't work, for those at-risk kids at least. And if anything, we should put more effort into investigating other forms of direct systematic explicit instruction to help us achieve these goals or possibly even do better.

The critics said that because this was a standardized measure, multiple choice and so on, you cannot measure higher level thinking. You can only measure basic skills and who cares about that. But the test contained some subscales in mathematics, which are quite interesting.

Histogram: Net percentages of Statistically and Educationally Significant Outcomes - Math Subscales

The math scale was broken down into computation, problem solving, conceptual knowledge (math vocabulary concepts) and total math score. And you can see, of course, the Direct Instruction kids not only knew more math facts and were better at computing, but they also had a higher problem solving score than any other groups. Of course, the whole language group was focused entirely on reading and didn't spend much time teaching math. But the other groups got even lower scores with their child-centered approaches than what was normally achieved in those schools.

The Follow Through results generally had no impact on education. If you remember far back enough to the late 70s and early 80s, you will remember that we went through a brief period of looking at effective teaching practices and effective schools, describing the characteristics of those effective teachers and schools. And there was talk about direct instruction as teacher-directed instruction in general. Then in the late 80's and 90's we are suddenly swept into a new era of child-centered practices by "new research on how children learn." What happened in the late 80's and early 90's to bring us full circle back to the models here that showed detrimental effects for kids? Our leading organizations --the National Council of Teachers of English, the International Reading Association,the National Association for Education of Young Children, the National Council of Teachers of Mathematics -- organized their agenda to promote the old constructivist practices far and wide among all the teachers coming to their conferences and so forth. People need to understand that these are not particularly databased organizations. People think of these organizations that have the words "national" or "international" as the first words in their name, as organizations trust much as we trust the American Medical Association and so on, because we believe that they represent national interests, presenting trustworthy, unbiased information about research and best practice. However, education does not have a Food and Drug Administration or any kind of agency to check the validity or truth of the recommendations for practice disseminated by these organizations. And that has been a big problem for us in education.

So let's look now at the legacy of Project Follow Through and what happened to the Direct Instruction model sponsored by the University of Oregon. We have expanded Direct Instruction to the teaching of challenging higher level content, teaching precise habits of thought in science and math, geometry and algebra, teaching even inquiry skills with direct instruction. It never made sense to me to require students to use their inquiry skills to figure out how to do inquiry when they didn't have any inquiry skills yet. Using inquiry methods to teach the skills of inquiry leaves out the children who don't have inquiry skills, the ones who most need to learn it.

We created video disk programs so people would not even have to follow the script, believing that the script was one of the major objections that people had to the model. But even without the scripts, we found the videodisc programs were rejected. It was the "precise habits of thinking" that the educational establishment really objected to.

The model set up scripts so that it was possible to train and coach teachers. Originally the script was thought of as a scaffold for teacher training. One of the most important features of effectiveness in the model was to keep the pace moving quickly enough. If you as a coach did not know what was going to happen next in the lesson, it would be impossible for you to speed the pace of the lesson. The scripts were there to help the teacher get the lesson moving and focus on the precise kinds of examples and so forth that the kids needed to really understand the concepts and discriminations.

But people were offended by or had a hard time understanding the utility of those scripts.

I want to close with a specific example of the legacy of Project Follow Through in California middle schools, which are now inheriting all those kids who don't read or do math well. In the last 10 to 15 years, we at the University of Oregon have been doing a lot of work with middle school interventions, anticipating that there would be a crisis and a need. And so two years ago, with a federal grant, I had some money to try to recruit a middle school to demonstrate what we could do for these kids that are sinking. And in a very low-income neighborhood in Sacramento, we found a school that was much like the Titanic, ready to go down. To continue that metaphor from Janet Nicholas this morning, the staff were already singing "Nearer my God to Thee." 60% of the kids were from families on welfare, and the population was culturally very diverse: more than half of the students were English language learners. I approached the teachers with the idea of implementing our middle school interventions. We wanted to implement everything we had in one site to see the effect that a combined treatment would have on these at-risk middle schoolers. Well, these teachers were smart enough to realize that they were on the Titanic, and jumped into my rescue boat.

We began the first year of implementation with an agreed-upon schoolwide focus on reading and pilots in the other subject areas. Then at the last minute, the day before school started, the math teachers decided that they wanted to do more than just a pilot. For all the classes below prealgebra and algebra, they wanted to use the Direct Instruction program, Connecting Math Concepts. So we implemented our DI programs with only the lower-performing children. The teachers kept the algebra and prealgebra classes in the regular instruction they had been using. Eight percent of the students were placed in algebra and 20% in pre-algebra. We had to place the remaining lower-performing students in two levels. The kids who knew nothing about fractions, could not borrow, and did not know their multiplication facts, and for the most part could not even tell time, these kids were placed in one group that comprised 40% of our school population. And the other slightly higher level included kids who knew a little bit about fractions, didn't know much about multiplication or long division that equaled 22% of the population.

We looked at our SAT-9 scores from last spring, broken down by mean score for each of the different levels. The algebra students had a mean percentile score of the 28th percentile on the SAT-9. Our kids in the bottom group, those kids started out and could not do fractions or borrowing and or carrying and could not even tell time, they also achieved a mean score of the 28th percentile, the same mean score the algebra students achieved. The kids in our next level got a mean score of the 36th percentile, better than the algebra students. The teachers of the algebra and pre-algebra classes were doing traditional teacher-directed instruction. This model of teacher-directed instruction differs from the University of Oregon Direct Instruction model in several important ways. The U of O DI model is highly engineered. All the examples are carefully thought out to prevent misconceptions; they are carefully designed to clearly communicate an important discrimination or concept. The specificity of everything the teacher and kids need to really learn the concept clearly is in place for the teacher to present and for the kids to work through. The power of a well-designed sequence of examples is something that is not yet well-understand in education. The more popular belief is that instruction must be delivered without such planning, with more spontaneity. Why is it that everyone seems to believe that to be a good teacher, all you need to do is love to teach, yet no one believes to be a good surgeon, all you need to do is to love to cut.

We have recently started training teachers using the low-income Sacramento school as a training center. Teachers come in to learn how to do the instruction by working with our teachers in the classrooms, seeing how the kids respond. And I think this has been one of the most positive experiences of my career. Teachers really do see how that highly planned lessons can work, how much easier it is, how much more rewarding it is when the kids are successful. People don't believe that the kids will respond to the highly planned lessons the way that they actually do respond. It is something that people can't believe when they just look at it the scripted lesson, read or hear about the positive effects on scores and learning.

One teacher, as she was leaving a training session, asked with concern, "How long do you plan to keep this program?" I was surprised that she seemed to believe that the rapid succession of reforms that come through education are something that the schools plan for, that it is a school's intention to do something for just a little while. She was assuming that the pendulum must swing and that everything will go away in a short time, even effective practices. She is probably right. The only way to stop the pendulum from swinging away from effective practices is to have standards and assessments of those standards that let us know when we are doing better and sound an alarm when we are doing worse. Thank you. (Applause).

Ms. Metzenberg: We have time for questions, thank you. Please come to the microphone.

Audience member: A question I posed, Dr. Grossen, Wesley elementary based in Houston has been an avid follower of Direct Instruction for almost 20 years now. The biggest concern is that the TAAS has very low standards and during past year they introduced the Stanford 9 in the district to provide a more challenging measure of competence. Most of the children at Wesley score in first grade around 85 or 87th percentile. Yet when we look at similar test scores several years ago, by the time each student gets to 4th or 5th grade they have dropped off in performance. What can we do to maintain those higher levels of performance?

Ms. Grossen: Two things. First, we need to realize that good instruction is not like an aspirin that you can take and then you're better. Good instruction is more like a regime of good diet and good exercise. You can't expect that if you stop exercising and eating a good diet that you will to stay slim, trim and fit. Good instruction is necessary to sustain your learning growth over a long period of time. That it's not just a matter of phonemic awareness in Kindergarten and then you're fixed and you won't have to worry about anything related to reading after that.

And the second part I think has to do with characteristics of low-income family environments. Wesley serves an at-risk, low-income community. A lot of more recent research shows that these kids have a lot less exposure to vocabulary and language in their homes. If not less vocabulary, the less sophisticated vocabulary for sure. And to compensate for the more limited exposure they have at home requires a very a much more intensive instructional program in comprehension and vocabulary. We have to keep working to find ways to somehow compensate in the curriculum for that disadvantage. The reason students can score high in first grade and then lower in 4th grade has to do with the change in the content of the tests. Fourth-grade-level tests are more sensitive to deficient vocabularies than are first-grade-level tests. We have not solved all the problems in education. At the University of Oregon we are constantly reevaluating and fixing the design of the programs to serve all needs and we have done everything we could to share our findings with others and to encourage others to help solve these problems as well. We are pleased when other groups, publishers and so forth, can design programs that compete with the quality of the ones that we've developed.

Audience member: I had heard about this program, but I had never seen the actual graphs that you have on there. And I just wondered, what we can do to publicize it substantially beyond the point that it has been publicized here? At least one of the things that we can do is be sure that it gets on the web.

Ms. Grossen: Yes, well, we have it on the web: http://darkwing.uoregon.edu/~adiep/ You will also find it if you search for "Project Follow Through."

Ms. Metzenberg: Yeah, but I think that's a good point. What else could be done. And she mentioned sharing the findings with others.

Ms. Grossen: Yes. And I think a lot of people are helping -- more and more people have heard about Project Follow-Through, now more so than 10 years ago. And even though it is old news -- it is important news to help us judge the direction we're going in today. Anyone can print the information off the web and share it with their friends and colleagues. The Association for Direct Instruction has published it in the journal of Effective School Practices, other organizations have picked up the story, provided short news briefs and so forth, in the Washington Post recently for example, and in other organizational newsletters. But it takes a lot to get everyone to know about it. Anything people in this audience can do will help.

Ms. Metzenberg: Any other questions? thank you so much (Applause).

Go to transcript of Bill Honig

 

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Contact the organizers

Postal and telephone information:

1999 Conference on Standards-Based K12 Education

College of Science and Mathematics

California State University Northridge

18111 Nordhoff St.

Northridge CA 91330-8235

Telephone: (Dr. Klein: 818-677-7792)

FAX: 818-677-3634 (Attn: David Klein)

email: david.klein@csun.edu

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